The document discusses ways to challenge students at Canons school. It focuses on exploring different teaching methods through a Professional Learning Community, including cognition ignition, SOLO taxonomy, Socratic questioning, and key success factors. Some specific strategies discussed are using open-ended questioning to encourage deeper thinking, promoting in-depth analysis of themes in English, and differentiating activities to make them accessible but still challenging. The PLC aims to plan for challenge at Key Stage 4 by sharing lesson plans, student work, and teaching practices to gradually release responsibility and motivate independent learning.
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.
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3. Aims of the Challenge PLC
• To explore in more depth the ways in which we challenge and engage
learners at Canons by carrying out some of the tasks that our
students are asked to do
• Discussions and reflections will focus on the following:
• Cognition Ignition
• SOLO Taxonomy
• Socratic questioning
• Canons Keys for Success
5. Questioning
• The use of questioning to encourage creativity and deeper
thinking, for example, ‘What if …?’
• The importance of questions asked as well as questions
answered. How students can be encouraged to think more
deeply about a topic and develop their analytical skills by
asking questions and by reading and reflecting on the
questions others have asked.
6. In-depth analysis
• How to encourage a much deeper analysis in English, for example,
by considering themes and topics such as feminism or the social
context of a piece of writing. The department also has strategies
for encouraging wider reading, some of which can be used in
other subjects.
7. Creativity and differentiation
• Activities which demonstrated creative problem solving.
• A focus on differentiation and the importance of tasks being
accessible but still involving challenge. Initially very limited
instructions might be given; and the discussion which followed
considered the advantages of this (creativity, collaboration and
motivation in solving a problem) compared with possible
disadvantages (insecurity about the task and the possibility that
failure to share the assessment criteria could lead to students
being judged harshly, which could reduce motivation).
8. Key messages
• Presentations from a wide range of subject areas reinforced the
importance of:
• High expectations
• Engagement
• Independent learning
10. Focus on KS4 – We run a PLC on
Challenge
• Planning for challenge at Key Stage 4
• Sharing aspects of Schemes of Learning and engaging participants
in the activities we ask our students to do
• Looking at students’ work in different subjects
• Participants will be asked to share their own practice and lead
parts of each session.
• The intention is to include the examples that participants share in
the Canons Pedagogy Directory.
12. Teaching to the Top and scaffolding
“A top-down teaching style focuses on providing
students a large view of a subject, immersing
them in the big picture… unlike a bottom-up
approach, which takes a micro view of a subject”
“Top-down and bottom-up teachingmethods have the same learningobjectives but different ways of achievingthem. Top-down is concerned withmotivating students to learn throughdirect interaction and immersion, andallowing them to find meaning in a subjectby applying their own experiences”
For example:
“Asking learners to predict what a newspaper article might
be about from the headline or first sentence will encourage
them to use top-down processing on the article.”
In practice:
“In reading comprehension learners use their knowledge of
the genre to predict what will be in the text.”
13. Teaching to the Top and scaffolding
• Effective scaffolding can increase the students’ independence in
performing a task or learning a new concept through gradual
release of responsibility.
Lesson focus
Teacher led
Independent
Collaborative
‘I do it’ – You watch
‘We do it’ – You help
‘You do it together’ – I help
‘You do it alone’ – I watch
14. Making the Grade…
• Evaluating Schemes of Learning in English across KS3 and KS4.
• Questions were SoL specific some of which were open ended.
• Some examples of the questions that were asked:
• Did you manage to complete the scheme of learning?
• If you have said ‘no’ to the previous question, which lessons did you
skip and where did you get up to?
• Which activities/tasks within the scheme did not work well?
• Were there enough opportunities for self/peer evaluation?
• On a scale of 1-5, 5 being the best, how would you rate this
scheme’s success?
15. Self-reflection
• Think about a scheme you have taught over the last couple of weeks, using the
questions below discuss the scheme.
• Write your ideas down on sugar paper
• Did you manage to complete the scheme of learning?
• If you have said ‘no’ to the previous question, which lessons did you skip and
where did you get up to?
• Which activities/tasks within the scheme did not work well?
• Were there enough opportunities for self/peer evaluation?
• On a scale of 1-5, 5 being the best, how would you rate this scheme’s success?
16. Scheme development
• All schemes have been
changed across KS3 and KS4
in English.
• Here is how we have done it:
17.
18.
19.
20.
21. • Detailed feedback
• Highlighted aspects that need improving
• Summative comment at the bottom
• Target
• Limited to little feedback
• Target that is vague and not specific to
task or outcome.
Editor's Notes
Photo activity here
I want to briefly talk you through the changes we have made in English inlight of changes at GCSE but also the demand for challenge across both Key stages.
We started by thinking of the changes we could make to our current long terms plans – what tasks could we change?
‘The difference between Top-Down teaching & bottom-up teaching” by Sampson Quain
https://www.teachingenglish.org.uk/article/top-down
http://www.nsta.org/publications/news/story.aspx?id=53144
We started with how our lessons are structured (using the accelerated learning cycle) but began looking at research on ‘Top-down’ and ‘Bottom-up’ teaching
Some research I have conducted – instead of offering you journal articles I wanted to share with you the core messages and how you may incorporate this in your own classroom.
Gradual release of responsibility (Echevarria, Vogt & Short, 2010; Fisher & Frey, 2008)
I came across this which emphaises the need to teach to the top and scaffold so all students can achieve.
We wanted more breath and depth in our schemes so decided to scrap ‘extension tasks’ which are focused on more work, instead we wanted students to be able to analyse and evaluate in more detail and decided to link this to the Canons Key’s for Success ‘Going Beyond’.
Based on the accelerated learning cycle (connection, Activation…)
We evaluated all schemes in English across KS3 and KS4 through the use of Survey Monkey, we decided that this would be the best way to achieve honest feedback about how we could move our schemes further and include more challenge. We used the responses to rewrite schemes in English. Some of the questions we asked are:
We started with Year 7
The GCSE objectives were filtered down from the GCSE and SOLO frameworks were developed that are Scheme of Learning Specific. When assessments are marked we attach this mark scheme to students work with a closing the gap sheet (on your desks) and students must improve their work based on the feedback they have been given.
SOLO has also been embedded into all of our lessons, our tasks are linked to the SOLO framework.
This is an example of a Year 8 scheme of learning on the Gothic (we read Darkside) but also introduce students to extracts from Frankenstein and The Bloody Chamber which are texts that have historically been taught at A’level – we are trying to instil a Love for Literature in our students when they start at Canons that will help them in English but also across the curriculum and beyond.
Print Self Reflection and Peer evaluation sheet for all staff
The self reflection and Peer evaluation sheet was created to aid students when providing feedback and looking at their own work. Self reflection and evaluation are skills that are transferable so we start this is the first couple of weeks at Canons. The sheet is stuck in the front of their exercise books aswell as marking codes.
There are many opportunities for self and peer evaluation in all schemes of learning in English. We like to include paragraphs and creative writing written by us that is marked by students and discussed as a class – this makes students comfortable with the SOLO framework and HOW to improve work. The SOLO framework is clear and provides steps on HOW to move forward.
Last week we set the English team a challenge, everyone was to answer a question from the exam (Q2). The response was to be written in paragraphs exactly as we would expect students to do. This was then marked, some pieces were graded with feedback that links to our marking codes and directly to the mark scheme with feedback to improve (what we would deem as effective), others were not marked in as much detail and comments were vague such as ‘write one more paragraph. Members of the department needed to use this feedback to evaluate their paragraph or piece of writing and rewrite a small section improving inline with feedback. This was then put into rank order by teachers based on the effectiveness of feedback and the importance on meaningful and accessible feedback.
The purpose of this task was to better understand the assessment objectives and challenge our thinking in terms of activities, feedback and assessment to ensure it was accessible and meaningful in helping students to progress.
